| Sumario: | Social and Emotional Learning (SEL) has become central to education, yet many programs emphasize behavioral compliance over internal understanding. This paper proposes reframing SEL through the Internal Family Systems (IFS) model, which views the psyche as a system of protective "parts" coordinated by a compassionate Self. I synthesize systematic reviews of SEL interventions, emerging IFS outcome research, and film-based pedagogy literature to argue for a shift from emotional control to emotional relationship. Pixar's Inside Out (2015) and Inside Out 2 (2024)—developed with emotion-science consultation—are analyzed as pedagogical tools that metaphorically illustrate IFS principles. A clinical vignette demonstrates potential classroom applications. While empirical validation in school settings remains limited, this integration offers a trauma-informed, developmentally responsive framework for adolescent SEL. I conclude with a research agenda for testing IFS-informed approaches in educational contexts.
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